Teaching and Learning Conference 2019: Enhancing meaningful learning of undergraduate Business students by introducing feedback scaffolding

This presentation presents the results of a teaching intervention which aimed to maximise first-year undergraduate students’ meaningful learning by facilitating a teaching environment that is conducive for their zone of proximal development (ZPD). Feedback scaffolding is discussed as a useful pedagogical tool introduced on the undergraduate Business course to address educational challenges associated with undergraduate students’ transition to higher education.